Needs or rights? A challenge to the discourse of special education

Runswick‐Cole, Katherine; Hodge, Nick

doi:10.1111/j.1467-8578.2009.00438.x

Cited by 47 publications

(35 citation statements)

References 14 publications

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“…For some professionals, the idea of a "classification" is associated with a deficit-focused medical model of disorders and diseases (such as the ICD and DSM) that have been criticized and avoided (Booth and Ainscow, 2011). There has also been a tendency for SEN (seen as a deficit approach) to be interpreted as opposed to inclusive education (as the removal of environmental barriers) (Runswick-Cole and Hodge, 2009). This opposition between focusing on biologically based impairments and on environmental barriers is also represented in the opposition between medical and social models of disability.…”

Section: Perspectives Criticisms and Prospects For Icf-cymentioning

confidence: 99%

Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework

Norwich

2016

Front. Educ.

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Section: Perspectives Criticisms and Prospects For Icf-cymentioning

confidence: 99%

Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework

Norwich

2016

Front. Educ.

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“…Notwithstanding the propagation of legal mandates that promote a framework of social justice and human rights for addressing the needs of disabled individuals, disability is not regarded as a social justice issue on a par with other sources of social disadvantage linked to ethnicity/race and social class. Rather, it is mono‐dimensionally regarded in terms of responding to students' ‘special educational needs’ (Claiborne, Cornforth, Gibson & Smith, ; Runswick‐Cole & Hodge, ). This perspective is also reflected in anti‐discrimination legislation that stipulates the necessity of making ‘reasonable accommodations’ in order to meet disabled individuals' needs.…”

Section: Socially Just Change In Higher Educationmentioning

confidence: 99%

Critical disability studies and socially just change in higher education

Liasidou¹

2014

British J Special Edu

108

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Social justice is an ambiguous and contested term that is evoked in order to address issues of enhancing participation and eliminating discrimination across various markers of difference linked to race, social class, and so on. Historically, disability has been excluded from these analyses because it has been cast in the sphere of abnormality and individual pathology. Notwithstanding considerable progress in the widening participation of disabled individuals in higher education, there are still many issues that need to be addressed in order to remove barriers to inclusion and to eradicate discriminatory regimes. The article, by Anastasia Liasidou of the European University Cyprus, uses some insights from Critical Disability Studies in order to highlight the ways in which certain dimensions of a social justice discourse need to be incorporated into debates about widening participation in higher education on the grounds of disability. Considerable emphasis is placed on the importance of adopting the theoretical and pedagogical underpinnings of Universal Design for Learning (UDL) as a means to mobilising socially just changes in higher education.

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“…Fourth, the focus of all additional provision within the education process is based on a child deficit model (Runswick‐Cole & Hodge, ). There are few incentives for schools if children with SEND make progress, as the system encourages professionals to focus on the difficulties a child has, the lack of progress they make, the diagnostic label they have or the inability of school staff to meet their needs without additional resources being allocated.…”

Section: Discussionmentioning

confidence: 99%

Education, health and care plans and tribunals in England: A statistical tale from 2019

Marsh¹,

Howatson²

2020

British Educational Res J

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Education, health and care (EHC) plans were introduced in England in 2014, as a replacement for statements of special educational needs. Unexpectedly, the number of children and young people in receipt of an EHC plan rose by 49% during the 5 years up to 2019. Whilst most of the increase has been due to the extension of the age range up to age 25, there has still been a notable rise of 20% in the 0-15-year range. This study explores the trends and variations in EHC plans and tribunals within English local authorities (LAs) for children and young people with special educational needs and disability (SEND) by interrogating the latest full set of data from 2013 to 2018. Two quintile groups (n = 30) are used for comparing LAs with high and low levels of EHC plans and LA case studies are also presented for further inspection of the data. Wide variations across LAs still exist for EHC plans (5.2% to 1.0%) and tribunal appeals (43 to 0 per 10,000). LAs with low EHC plans have more appealable decisions at tribunals and are financed at significantly lower levels than LAs with high EHC plans, largely due to an historic spend factor of 50% in the national funding formula. There are also clear differences between the English regions for both EHC plans and tribunals, with high increases for both in the South East. The implications of the findings are discussed within the framework of LA critical self-reviews, benchmarking, fiscal constraints and inclusion.EHC plans and tribunals in England 2019 575 © 2020 British Educational Research Association . . . more robustly investigate the reasons for local variations and establish the extent to which the variations can reasonably be explained. It should challenge local areas that are outliers in respect of measures such as the proportion of pupils with EHC plans and use of high-cost provision, in order to reduce unnecessary variation, increase confidence in the fairness of the system, identify good practice and promote improvement. (p. 12) PostscriptWhilst this article was undergoing peer review, there were further publications by the Department for Education (DfE, 2019a;, the Ministry of Justice, 2018, 2019) and the House of Commons Education Committee (2019a; 2019b). The number of EHC plans increased by 34,000 (11%) in the previous 12 months and by 49% since EHC plans and tribunals in England 2019 589

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Needs or rights? A challenge to the discourse of special education

Cited by 47 publications

References 14 publications

Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework

Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework

Critical disability studies and socially just change in higher education

Education, health and care plans and tribunals in England: A statistical tale from 2019

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